Samuel Spring Gardner, a Maine Parson in Alabama
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The Free State of Winston"
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2019 Rebel Rebels: Race, Resistance, and Remembrance in "The Free State of Winston" Susan Neelly Deily-Swearingen University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Deily-Swearingen, Susan Neelly, "Rebel Rebels: Race, Resistance, and Remembrance in "The Free State of Winston"" (2019). Doctoral Dissertations. 2444. https://scholars.unh.edu/dissertation/2444 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. REBEL REBELS: RACE, RESISTANCE, AND REMEMBRANCE IN THE FREE STATE OF WINSTON BY SUSAN NEELLY DEILY-SWEARINGEN B.A., Brandeis University M.A., Brown University M.A., University of New Hampshire DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in History May 2019 This dissertation has been examined and approved in partial fulfillment of the requirements for the degree of Ph.D. in History by: Dissertation Director, J. William Harris, Professor of History Jason Sokol, Professor of History Cynthia Van Zandt, Associate Professor of History and History Graduate Program Director Gregory McMahon, Professor of Classics Victoria E. Bynum, Distinguished Professor Emeritus of History, Texas State University, San Marcos On April 18, 2019 Original approval signatures are on file with the University of New Hampshire Graduate School. -
The Redeemers
CHAPTER I THE REDEEMERS y honest genealogy of the ruling family of Southern Demo• crats would reveal a strain of mixed blood. The mixture A sprang from a forced union with the house that had been Democracy's bitter rival for the throne. A Mississippian once whimsically acknowledged this union. "A few years after the war," he wrote, "all lovers of good government in the South concluded to celebrate a marriage. The high contracting parties were Whiggism and Democracy and the ceremony took place in 1875, though the betrothal may antedate that time .... As is usual in such cases the parties have now one and the same name, but the Whig party is no more dead than is one of our fair damsels, because she has concluded to cast her lot with the man of her choice for weal or for woe." 1 The fact was that instead of assuming the submissive role sug• gested by a change of name, Whiggery often took the dominant position-along with the bulk of desirable offices. A North Caro• lina editor who described himself as one of the "unterrified Democ• racy" boasted that "the Democratic nominees for Governor since the war had been Worth, a Whig; Ashe, a Whig; Merrimon, a Whig; Vance, a Whig; and Jarvis, who was too young before the War to have had much political leaning one way or another." The Democrats of the First North Carolina District had in that period nominated five men for Congress, "every one of them former Whigs," and the state supreme court was "composed of three ster• ling Democrats, all former Whigs." By 1884 it appeared that "the Democrats of today admire Henry Clay just as much as the men of 1Ja ckson Clarion, September 19, 1883. -
Alabama” of the Ron Nessen Papers at the Gerald R
The original documents are located in Box 46, folder “4/3/76 - Alabama” of the Ron Nessen Papers at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Ron Nessen donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 46 of the Ron Nessen Papers at the Gerald R. Ford Presidential Library I THE WHITE HOUSE WASHINGTON THE PRESIDENT'S BRIEFING BOOK QUESTIONS AND ANSWERS ************************* ALABAMA MAY 3, 1976 ************************* ALABAMA State Profile Alabama is called the "Yellowhanuner state because of its state bird, the "Cotton state" because of its chief agricultural product and the "Heart of Dixie" because of its location. The total area of Alabama is 51,609 square miles, of which 549 square miles are inland water surface. It is the 29th state of the union is size. The state capital is Montgomery and the state entered the union on December 14, 1819, as the 22nd state. The southern pine has been adopted as the state's official tree and the camellia as the official flower. -
Reconstruction in Political Cartoons: Varied Experiences and Perceptions
1 RECONSTRUCTION IN POLITICAL CARTOONS: VARIED EXPERIENCES AND PERCEPTIONS Designed by EmmaLee Kuhlmann The period of America’s history known as Reconstruc- tion was a tumultuous experience for everyone who ex- perienced it, even as they experienced it in different ways. Following the Civil War, from 1865-1877, the United States government established a set of pro- grams and new legislation in an attempt to reorganize society and re-integrate the disillusioned and defeated southern states into the Union. Society, politics and the economy had all been affected by the war, especially in the South, where South- erner’s way of life had been completely destroyed. By the end of the war, millions of slaves had been freed, upsetting the agricul- tural economy of the southern states. Not only had they been freed, but they had also been granted citizenship by the 14th Amendment. However, the amendment was not explicit in its pro- visions: it was unclear as to what African American citizenship would entail. Indeed, American society was in turmoil, attempt- ing to rebuild following the war and re-establish what it meant to be American. This internal conflict that was an integral part of Reconstruction was highly publicized. Newspapers across the country printed highly opinionated depictions of what Reconstruction policies meant to the readers in their cities. At this time, political cartoons were also highly utilized methods of satirizing political debate. In this lesson, students will examine various political cartoons and other images from around the United States printed during Reconstruction. They will be asked questions of each image which will help them perform close reading skills and help them Broad Street Charleston South Carolina 1865; Link Here come to a conclusion about how the different types of American citizens experienced Reconstruction. -
Civil War and Reconstruction Exhibit to Have Permanent Home at National Constitution Center, Beginning May 9, 2019
FOR IMMEDIATE RELEASE Contact: Annie Stone, 215-409-6687 Merissa Blum, 215-409-6645 [email protected] [email protected] CIVIL WAR AND RECONSTRUCTION EXHIBIT TO HAVE PERMANENT HOME AT NATIONAL CONSTITUTION CENTER, BEGINNING MAY 9, 2019 Civil War and Reconstruction: The Battle for Freedom and Equality will explore constitutional debates at the heart of the Second Founding, as well as the formation, passage, and impact of the Reconstruction Amendments Philadelphia, PA (January 31, 2019) – On May 9, 2019, the National Constitution Center’s new permanent exhibit—the first in America devoted to exploring the constitutional debates from the Civil War and Reconstruction—will open to the public. The exhibit will feature key figures central to the era— from Abraham Lincoln and Frederick Douglass to John Bingham and Harriet Tubman—and will allow visitors of all ages to learn how the equality promised in the Declaration of Independence was finally inscribed in the Constitution by the 13th, 14th, and 15th Amendments, collectively known as the Reconstruction Amendments. The 3,000-square-foot exhibit, entitled Civil War and Reconstruction: The Battle for Freedom and Equality, will feature over 100 artifacts, including original copies of the 13th, 14th, and 15th Amendments, Dred Scott’s signed petition for freedom, a pike purchased by John Brown for an armed raid to free enslaved people, a fragment of the flag that Abraham Lincoln raised at Independence Hall in 1861, and a ballot box marked “colored” from Virginia’s first statewide election that allowed black men to vote in 1867. The exhibit will also feature artifacts from the Civil War Museum of Philadelphia—one of the most significant Civil War collections in the country—housed at and on loan from the Gettysburg Foundation and The Union League of Philadelphia. -
Carlotta Walls
Grade 8: Module 3B: Unit 1: Lesson 2 Analyzing Experiences: Carlotta Walls This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3) Supporting Learning Targets Ongoing Assessment • I can cite evidence that supports my analysis of A Mighty Long Way. • Structured notes, Chapter 1, pages 3–26 (from homework) • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G8:M3B:U1:L2 • February 2014 • 1 GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Agenda Teaching Notes 1. Opening • This lesson, like every lesson in this unit, deals with sensitive issues of race. See Lesson 1 Teaching A. Engaging the Reader: Structured Notes and Family Notes and Talking about Race (Lesson 1 supporting materials) for more information about supporting Tree Activity (5 minutes) students in talking about these sensitive issues with care and respect. -
Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900
Civil War Book Review Winter 2005 Article 39 Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 Giselle Roberts Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Roberts, Giselle (2005) "Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900," Civil War Book Review: Vol. 7 : Iss. 1 . Available at: https://digitalcommons.lsu.edu/cwbr/vol7/iss1/39 Roberts: Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Arde Review Roberts, Giselle Winter 2005 Currie, Ruth Douglas Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900. Fordham University Press, $75.00 ISBN 082322273X Reconstructing female identity Marriage wed Antebellum ideals and independence Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 provides valuable insight into the ways northern women rebuilt their lives and their identities in the post-Civil War South. Edited by Ruth Douglas Currie, this new volume brings together correspondence, diaries, memoirs and published documents held in archives and private collections to tell the story of one northern woman's difficult journey from adversity to activism. Born in the small farming village of Buckfield, Maine, on February 16, 1844, Emma Frances Spaulding was the fourth child of Cynthia Bray Spaulding and James Spaulding, a prominent town official. Emma's great-grandfather had been one of the first settlers in the region, and Emma enjoyed the material and social benefits of membership in one of Buckfield's leading families. -
Blacks in Montgomery, Alabama As Reflected in The
BLACKS IN MONTGOMERY, ALABAMA AS REFLECTED IN THE MONTGOMERY DAILY ADVERTISER AND OTHER RELATED SOURCES, 1867-1874 A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY LUCY M. SMITH DEPARTMENT OF HISTORY ATLANTA, GEORGIA MAY, 1973 ABSTRACT HISTORY SMITH, LUCY M. B*S., Alabama State University, 1971 Blacks In Montgomery. Alabama as Reflected In the Montgomery Daily Advertiser and Other Related Sources* 1867*1874 Adviser: Dr. Edward Sweat Thesis dated May, 1973 The purpose of this thesis is to show the political, educational, social and economic life of the black people In the city of Montgomery, Alabama as seen through a white Democratic Conservative newspaper, the Montgomery Daily Advertiser, during the period of Reconstruction* Another intent of this paper is to prove that blacks In Montgomery made some contributions during this period* The author chose this topic because little has been written concerning the blacks In Montgomery and that most of the material written by white Southern historians has tended to be prejudiced toward the blacks or omitted their contributions completely* The bulk of the information used was taken from the Montgomery Dally Advertiser and the Alabama State Journal * a Republican paper* Other sources used Included the American Missionary Association Manuscripts and the personal papers of General Wager Swayne* Swayne served under Major-General Pope, commander of the Third Military District as the officer In charge of the district of Alabama* Reports of the Alabama General Assembly were also found to be very helpful along with many secondary sources such as books and articles* TABLE OF CONTENTS Page LIST OF TABLES iii INTRODUCTION iv Chapter I. -
John Cook Was a Diminutive 4 Feet 9 Inches Tall Upon His Enlistment at the Age of 14 on June 7, 1861
Photo courtesy of G. Dodge John Cook was a diminutive 4 feet 9 inches tall upon his enlistment at the age of 14 on June 7, 1861. He was born on August 10, 1846 in Cincinnati, Ohio. Before the war he was a laborer. At the Battle of Antietam, the young bugler was awarded the Medal of Honor for serving the guns. See story on page 25 . 6 ARLINGTON HISTORICAL MAGAZINE The Civil War Medal of Honor Recipients of Arlington National Cemetery BY GEORGE w. DODGE Medal of Honor recipients did not initially hold Arlington National Cemetery in high regard since it originated as a potter's field during the Civil War on May 13, 1864. Over 5,000 soldiers were interred within a year. 1 After the war, the remains of several thousand soldiers within a cir cuit of fifty miles from Washington were disinterred and reinterred in Ar lington. Many were unknown. It would take the burials of distinguished high-ranking officers to begin to alter the perception of Arlington Burial Grounds as a potter's field. When General Philip H. Sheridan died on August 5, 1888 at Nonquitt, Massachusetts, he held the highest ranking position in the U.S. armed forces. Sheridan is popularly regarded as one of the three most prominent Union gen erals from the Civil War, along with Ulysses S. Grant and William T. Sherman.2 Sheridan's burial in front of the main entrance of Arlington House ushered in an era in which interment at Arlington was desirable. A series of interments of major generals and an admiral followed Sheridan's burial: General George Crook 1890 Admiral David Porter 1891 General Montgomery Meigs 1892 General Abner Doubleday 1893 General Stephen Burbridge 1894 General Walter Gresham 1895 General John Gibbon 1896 General John Mason 1897 General William Rosecrans 1898 General Horatio Wright 1899 The next sequence which gradually increased the status of Arlington Na tional Cemetery was the series of interments of 95 Civil War Mydal of Honor recipients. -
TITLE Reconstruction Unit. Using Primary Sources in the Classroom
DOCUMENT RESUME ED 478 041 SO 035 006 TITLE Reconstruction Unit. Using Primary Sources in the Classroom. INSTITUTION Alabama Dept. of Archives and History, Montgomery. PUB DATE 2001-07-21 NOTE 25p.; For other units in this series, see SO 035 002-011. AVAILABLE FROM Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: [email protected]; Web site: http://www.archives.state.al.us/ . PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS Curriculum Enrichment; History Instruction; *Primary Sources; *Reconstruction Era; Secondary Education; Social Studies; *State History; Student Educational Objectives; *Student Research IDENTIFIERS *Alabama; Document Analysis ABSTRACT This teaching unit, "Reconstruction Unit," which deals with the post-Civil War period, is the fifth of a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into four sections: (1) "Introduction"; (2) "Lesson 1: Freedmen's Bureau: Labor Contract or Re-enslavement?" (one primary source document);(3) Lesson 2: Constitutional Convention 1875: Photographs as Historical Documents" (Photograph List of Names; three photograph source documents); and (4)"Lesson 3: Alabama Railroads: Maps as Historical Documents" (General Guidelines for Analyzing a Map; one primary source document). -
About the Civil
CK_5_TH_HG_P231_324.QXD 2/13/06 1:55 PM Page 269 At a Glance The most important ideas for you are: ◗ A series of compromises over several decades attempted to avert open confrontation over slavery between the North and South. ◗ Sectional tension over slavery increased as the United States acquired more territory in the mid-1800s and abolitionists and other opponents of slavery became more outspoken. ◗ Both sides expected the Civil War to be short and each expected to win easily. ◗ From the time of the first military engagement until fall 1864, the war went so badly for the Union that some Northerners wanted to negotiate peace. ◗ When Lincoln issued the Emancipation Proclamation, he effectively changed the focus of the fight from merely preserving the Union to pre- serving the Union while also ending slavery. ◗ Bull Run, Antietam, and Gettysburg were key battles in the war. ◗ Robert E. Lee was the most important general for the South, and Ulysses S. Grant was the most important general for the North. ◗ Sherman’s march to the sea effectively cut the South in half. ◗ The Union forces won major battles each time Confederate forces invaded the North. ◗ Lee surrendered to Grant at Appomattox. ◗ Lincoln’s assassination shortly after the surrender led to conflicts about Reconstruction. ◗ Andrew Johnson and Radical Republicans in Congress clashed over who would oversee the reconstruction of the South; Johnson lost. ◗ A political compromise ended Reconstruction. What Teachers Need to Know A. Toward the Civil War Abolitionists There had been calls for the abolition of slavery since before there had been a United States. -
The First Alabama Union Cavalry in the Civil War at The
“Homemade Yankees”: The First Alabama Union Cavalry in the Civil War At the Battle of Monroe’s Crossroads on March 10, 1865, as the Civil War drew to a close, Alabamians fighting for the Union helped finish off the southern rebellion. In his official report, Major Sanford Tramel, of the First Alabama Union Cavalry, described the action that day. “At the sounding of reveille,” he wrote, “we were aroused from sleep by the whistling of bullets and the friendship yelling of the enemy, who were charging into our camp.” Then followed “a most bloody hand-to-hand conflict, our men forming behind trees and stumps and the enemy endeavoring to charge us (mounted) with the saber. The fighting was most desperate for an hour, when we succeeded in driving the enemy away.” During the fight, Tramel reported, “I was captured by the enemy and held as prisoner until the 14th instant, when I succeeded in making my escape, and after three days lying the swamps and traveling nights, I succeeded in rejoining my command.” A month later, having fought for three full years against their rebel neighbors, Tramel and the First Alabama Cavalry watched as Confederate general Joseph E. Johnston surrendered the Army of Tennessee at Bennett Place.1 Southerners fighting for the Union represent a well-documented phenomenon to historians of the Civil War. As many as 100,000 white citizens of Confederate states, spread over eighty-five units, enlisted in the Union Army over the course of the war. The vast majority of these men came from the Upper South, particularly Virginia and Tennessee, states which had vacillated in their allegiance right up to the outbreak of hostilities.